Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association With Students’ Attitudes by Gender and Race/Ethnicity
Utilizing a nationally representative sample of middle school students, this article focuses on whether students who report experiencing more inquiry-based instruction in science and mathematics classrooms have more positive attitudes toward these subjects. Results of multilevel, multivariate regres...
Main Authors: | Catherine Riegle-Crumb, Karisma Morton, Ursula Nguyen, Nilanjana Dasgupta |
---|---|
Format: | Article |
Language: | English |
Published: |
SAGE Publishing
2019-08-01
|
Series: | AERA Open |
Online Access: | https://doi.org/10.1177/2332858419867653 |
Similar Items
-
Diversity and society : race, ethnicity, and gender /
by: Healey, Joseph F., 1945-
Published: (2007) -
Race, ethnicity, and gender : selected readings /
by: Healey, Joseph F., 1945-, et al.
Published: (2007) -
Race and ethnicity data for first, middle, and surnames
by: Evan T. R. Rosenman, et al.
Published: (2023-05-01) -
Prison violence and the intersectionality of race/ethnicity and gender
by: K. E. Bell
Published: (2018-03-01) -
Social psychology of gender, race and ethnicity : readings and projects /
by: 329019 Keough, Kelli A., et al.
Published: (2000)